Physical Education and Early Childhood Education

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Interesting question! Let's take a closer look through examples of different techniques and strategies in early childhood dealing with cultural and gender differences as they might impact health, safety, and physical education.

Briefly, according to Kwasnica, Moxey and Shrouder (2001, in http://www.etfo.ca/Resources/ForTeachers/Documents/The%20School%20That%20Equity%20Built.aspx), cultural differences and gender expectations often present through bullying, name calling and physical safety issues (e..g, violence), so many of the teaching methods and strategies are linked to using equitable methods and strategies (e.g., using inclusionary language, etc) (see comprehensive list in example 2 below) combined with methods and strategies that promote equal respect and teaching about safety in a respectful manner to everyone and to encoourage embracing individual differences, including those linked to culture and gender (see example 1 below).

RESPONSE:

1. How do you think that cultural differences and gender expectations can impact health, safety, and physical education teaching methods and strategies in early childhood education?

Grade 3: Identify examples of real and fictional violence, such as schoolyard fights, cartoons, and movies.

Grade 4: Apply decision-making and problem solving skills in addressing threats to personal safety from abuse or physical fighting. Apply the same to injury prevention with topics such as bicycle safety, road safety.

Cultural and gender expectations are two factors linked to bullying. In fact, all grades benefit from a focus on preventing name calling and bullying. The amount of time and detail will be more sophisticated for grade four but grade one students are capable of understanding how names can hurt.

Strategies:

If You're Angry
Sung to tune of
"If You're Happy and Know It"

If you're angry and you know it,
Count to ten, 1, 2, 3 ...
If you're angry and you know it, Count to ten, 1, 2, 3 ...
If you're angry and you know it,
And you really want to control it,
If you're angry and you know it,
Count to ten, 1, 2, 3.
If you're upset and you know it,
Call a friend, Hello!
If you're upset and you know it,
Call a friend, Hello!
If you're upset and you know it,
And you really want to control it,
If you're upset and you know it,
Call a friend, Hello!
If you're furious and you know it,
Hug a pillow, M-m-m!
If you're furious and you know it,
Hug a pillow, M-m-m!
If you're furious and you know it,
And you really want to control it,If
you're furious and you know it,
Hug a pillow, M-m-m!
If you're cranky and you know it,
Walk away, Goodbye!
If you're cranky and you know it,
Walk away, Goodbye!
If you're cranky and you know it,
And you really want to control it,
If you're cranky and you know it,
Walk away, Goodbye!
If you're _______ and you know it,
_________________________
If you're ________ and your know it,
____________________________
If you're _______ and you know it,
And you really want to control it,
If you're _______ and you know ...

Solution Summary

The solution provides examples of different techniques and strategies in early childhood dealing with cultural and gender differences as they might impact health, safety, and physical education.